Integrating Technology Reflection

            This course on Integrating Technology into the Content Areas was a course that I was looking forward to taking.  Technology is a passion of mine.  It is something that I love to learn about and experiment with.  There are so many resources and options that are available and become available on a regular basis.  There are several things that we focused on throughout this course.  We looked at the GAME plan, social networking, digital stories, and other ideas for integrating technology into all subject areas.

            I created a GAME plan with two different goals.  My first goal was to learn how to teach students proper and ethical use of information and resources by joining a professional learning network (PLN) and completing online searches.  My second goal was to learn about how other teachers incorporate technology into their classroom and what tools they used.  My plan to accomplish this was to again join PLNs, create a PLN within our school and within our district.  I made progress towards each of my goals.  I found some great resources that included suggestions to teach elementary students to cite information.  I also joined several PLNs.  There is a technology committee within my county that focuses on interesting uses of technology within our schools and technology opportunities.  We also teach each other how to use some of the technology resources that we use within our own instruction.  I talked with one of the county’s technology supervisors about creating a place where we can share a variety of resources with each other.  She thought it was a great idea and is working with the other supervisors to create a Livebinder version of this.  I think I have a great head start to reach my goals this coming year.

            Another thing we focused on was actually integrating technology into our classrooms.  I think prior to this course I used a lot of technology within my classroom.  We created glogs, podcasts, and blogging, but I knew that I was still working out the kinks.  This coming year the goal is to use blogging more often so the information on social networking and having to create a social networking lesson was a great opportunity for me.  It was also helpful to get some feedback on the lesson to see if anyone else had any ideas to add.  I think the biggest moment for me in this course was the focus on digital stories.  I tried digital storytelling my second year of teaching, and I just started way too big.  I got stuck about halfway through the process and was not sure of the next step.  After working with the resources, I know that it can be a lot easier than what I was trying to make it.  Students could create a digital story about an animal, math problem, science experiment or even about themselves (Laureate Education, Inc., 2012).  I like that I also got to see some examples of digital stories that students created and ways that other teachers use it in their classroom.   My new plan is to try to create a digital story of my own so that I can walk through the process.  Then I think I can effectively incorporate it into my classroom.  I am excited to try digital stories again with my students.  Overall, I have benefitted greatly from this course and I know my students will also.

References

Laureate Education, Inc. (Producer). (2012). Program twelve: Spotlight on technology: digital storytelling, part 1 [Video webcast]. Integrating Technology into the Content Areas. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341773_1%26url%3D.

Continuing GAME Plan Progress

           I have stated my GAME plan to improve my teaching and some of the steps that I was already able to make towards reaching my goals.  As of last week, I was starting to make progress towards my professional growth goal.  I found different ways to communicate with other teachers to help build ideas of technology integration within my classroom.  This week I wanted to start making more progress towards my goal of teaching students to cite their resources properly.

I completed a search for ideas and tips for citing resources for elementary students.  I found a “Ready Reference” webpage on Kathy Schrock’s Guide for Educators.  It has a lot of different resources listed on the page, but it also had different expectations and guides for bibliographies for grades 1 through 6 (Schrock, 1995).  This site also has a lot of links to help with fair use and copyrighting.  This is a great resource to use when starting to teach students about different aspects of research.

I am on the Educational Technology Steering Committee within my county.  I was thinking about ways to share resources teachers have found and use within the county.  I talked with one of the technology coordinators about creating some sort of wiki or resource to compile all of the technology resources we like to use and any direction sheets that have been created to go along with them.  After talking to this coordinator, she brought it up to other members of the committee and we are in the process of creating a Livebinder (www.livebinders.com) with resources for elementary, middle and high school that can be used throughout the county.  I am excited about this initiative and I think that it could really help teachers of all comfort levels incorporate technology into their instruction.  I feel like I am making great progress towards my goals currently and seem to be right on track.

References

Livebinders (www.livebinders.com)

Schrock, K. (1995). Kathy Schrock's Guide for Educators.

Retrieved July 18, 2012, from http://school.discoveryeducation.com/schrockguide/.

Progress on My GAME Plan

          I’ve stated my GAME plan to improve my teaching.  There are a number of things that I still need to be able to accomplish my goals.  The biggest thing necessary to accomplish my goals is to join and create several professional learning networks (PLNs).  I want to create a PLN within my school and my district.  Then I planned on joining a PLN on the bigger scale.

I am still working on what technology tool would specifically help build a PLN at the school and district level.  I am thinking that using Diigo or Delicious might be an easy way to share resources and still add notes.  There are other options as well, such as using Twitter, blogs or Google Docs.  I am still figuring out which tool would be the best use to use for these PLNs.  I will continue to research these tools further to be able to determine which tool will apply best to the use that I have in mind.

While I am still working on the more local PLNs, I started to search other PLNs at the larger scale.  I have joined The Educator’s PLN (http://edupln.ning.com) as well as Twitter (https://twitter.com/).  The Educator’s PLN has thousands of teachers online that have discussions, share ideas, resources, anything you can image.  I am still exploring the site because there are so many things included.  Also, I learned that every Tuesday on Twitter there is an #edchat on a specific topic at 12pm and at 7pm eastern time.  I am still learning about Twitter, but it is so interesting to have so many educators “get together” to have such valuable discussions.  I thinking I am starting to make some progress towards part of my GAME plan, but I still have a long way to go.

References

The Educator’s PLN (http://edupln.ning.com)
Twitter (https://twitter.com/)

My GAME Plans

            As an educator in the 21^st century, it is our duty to teach our students how to become self-directed learners.  They need to be able to be flexible, motivated and creative thinkers (Cennamo, Ross, & Ertmer, 2009).  One way to teach them how to become self-directed learners, they can follow a GAME plan.  This is where they can think about their goals, what actions they will take to meet their goals, how they will monitor their progress and how they can extend and evaluate what they have learned (Cennamo et al., 2009).
            It is also necessary for teachers to be self-directed learners that set goals for themselves.  It is just as easy for use to follow the same GAME plan as the students do.  I have looked at the International Society for Technology in Education’s National Education Technology Standards for Teachers (International Society for Technology in Education, 2008) and chosen two standards that I would like to broaden my knowledge and experience with.  I have included my GAME plan for each of those standards below.

GAME Plan 1: NETS-T: #4: Promote & Model Digital Citizenship & Responsibility

Set Goals
Learn more about teaching “safe, legal, and ethical use of digital information” (International Society for Technology in Education, 2008).

Take Action

Explore professional learning networks (PLNs) and complete searches for tips and ways to teach my students how to cite their resources.

Monitor

Track and try different options and ideas.  Record effectiveness of each option or idea.

Evaluate & Extend

Work with peers to talk about what I have found and what other teachers do.  Continue to research if necessary.

GAME Plan 2: NETS-T: #5: Engage in Professional Growth & Leadership
Set Goals
Learn more about how other teachers are using technology and incorporating it into their daily instruction.  Learn more about technology tools that other teachers commonly use and find student-friendly.

Take Action

Try to create a group within the school I teach where teachers can share ways they incorporate technology into their classroom.  Try to create a PLN within the district to share ways other teachers use technology in their classroom.  Collaborate with other teachers online through PLNs on tips to incorporate technology and student-friendly tools.

Monitor

Learn how to use new tools and incorporate ideas discussed with colleagues within my instruction to see how my students interact with these new tools. 

Evaluate & Extend

Continue to use tools that students interact well with and discontinue tools that are too difficult for my tudents.  Continue to work with other teachers and try to attend technology conferences whenever possible.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education technology standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx.

Reflecting on Bridging Learning Theory, Instruction, and Technology

I have learned a lot in this class about the different learning theories and instructional strategies.  I still believe that the answer to student success and learning in the classroom is the result of a variety of learning theories and instructional strategies.  This class has helped me become more aware of learning theories so that I can plan with them in mind.  It is important for me to think about connections that can be made while I am teaching.  It has also helped me to realize how technology can be integrated with each learning theory so that it can be used most effectively.

Prior to starting my Master’s degree in Integrating Technology into the Classroom, I think I was satisfied with just using technology as an instructional tool.  Through this class I have learned that it is just as important to use technology as a learning tool.  An instructional tool is just the teacher using technology to present information to his/her students.  A learning tool is when students are actually using the technology so they are more engaged in the process (Laureate Education, Inc., 2011).  Students need to be able to use and create with technology.  There are a variety of technology tools that are available so that students can learn through doing instead of trying to learn through listening to a lecture.  I would like to use Kidspiration more with my students because it offers so many different ways to use it.  There are math manipulatives, webs, and pictures to show what the students have learned.  Another technology tool that I would like to use more with my students is virtual field trips.  We used a field trip when we were learning about immigration.  I think that virtual field trips are an effective resource to help support concepts especially in social studies.  It is often difficult for students to make connections to things that have happened in other areas or in another time.  Virtual field trips can help students to make connections they may not otherwise be able to make.

I have two long-term goals that I would like to set for myself.  I would like to experiment with the use of blogs in my classroom.  I have tried to use them for a variety of purposes, but have not found a fluid way of using them in my classroom thus far.  I will continue to experiment with them this year in hopes that I will figure out a more appropriate way to integrate them into instruction next year.  Another goal that I am setting for myself is for my students to be able to experience more virtual field trips.  I will continue to use the resources provided to me to find virtual field trips to go along with the standards that I teach.  I know this will help my students get the most out of their educational experience in a variety of subjects.   

References

Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Cooperative Learning and Social Learning

     Cooperative learning is an example of social learning.  Social learning theories are defined by Dr. Orey as “students actively engage[d] in constructing artifacts and conversing with others” (Laureate Education, Inc., 2011).  Cooperative learning is when a group of students work together for a specific purpose where the group is responsible for each other’s learning (Palmer, Peters & Streetman, 2003). 

     I was interested to read recommendations and generalizations made in Using Technology with Classroom Instruction that Works.  The authors recommend not always grouping students in the same way and combining cooperative learning “with other classroom structures” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140).  I agree that it is important to put students into different groups.  They need to learn how to work with different people.  It is also necessary according to the activity to group them in different ways also.  It is important to not just focus on cooperative learning, but more to incorporate it into your classroom.

     I also liked that the authors stated that cooperative learning “should be used consistently and systematically but should not be overused” (Pitler et al, 2007, p. 139).  This year my county has been pushing for “student talk” and cooperative learning.  It is interesting to me because no one at any level thus far has been able to explain to us what cooperative learning is or how they would like to see it incorporated in our classrooms.  They just know they are looking for “student talk” and signs that we use cooperative learning.  The sad part is that they are looking for signs such as the desks being set up in groups, students at each group having jobs and things such as that.  It is as if they are more concerned about the classroom management part of cooperative learning more so than actually having the students learn cooperatively.  After reading the resources for this week I have a better understanding of what cooperative learning really is and how much I already use it in my classroom.

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 30, 2012, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

My VoiceThread:  Emotional Disabled Student

http://voicethread.com/share/2682624/

Instructional Strategies, Constructionism and Constructivism

     Constructivism and constructionism are two different learning theories that get confused.  Constructivism has to do with how students construct the knowledge that they gain.  Constructionism has to do with students constructing a project of some sort using the knowledge that they have (Laureate Education, Inc., 2011).  Although I believe there should be more emphasis put on the constructionism learning theory, I believe the constructivism learning theory is necessary to do that.  Students must be able to construct and make sense of the information that is presented to them before they can use that information to create something.
     We have focused on a number of learning theories so far in this course and I find it interesting how much of what I do is related to these learning theories that I never realized before.  However, I think that I incorporate more constructionism into my teaching than most other learning theories.  It is important for students to be able to apply their knowledge to create a final project.  It is also important for students to learn how to effectively use technology tools to be more successful in the future.  It is easy to combine these two important components into one project using technology and the constructionism theory.
     In Using Technology with Classroom Instruction that Works, we read about the strategy "generating and testing hypotheses."  I believe this strategy goes along more with constructivism than constructionism.  The text refers to using spreadsheets, data collection tools and web resources.  All of these do not require students to create anything, but to interact with information.  The idea behind these activities is to confirm or reconstruct what the students think they know.  For example, they used a pH probe as an example of the data collection tools.  The students were investigating whether or not they get acid rain.  The students did not believe they were, so they completed an experiment to confirm or reshape their knowledge based on the information they found (Pitler, Hubbell, Kuhn & Malenoski, 2007).
     In conclusion, there are a number of learning theories that are included in the everyday classroom.  Constructivism and constructionism are two more that are used on a daily basis.  All of these theories work together to create a successful classroom and atmosphere for our students.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works.  Alexandria, VA: ASCD.

Instructional Strategies and the Cognitive Learning Theories

      Cognitive learning theories are about how the brain processes information to make it into the long term memory (Laureate Education, Inc., 2011).  There are numerous strategies teachers can use as well as cognitive tools students can use to make information more applicable to them.
     Teachers' use of cues, questions, and advance organizers is a successful strategy for information to become more meaningful to students.  Cues and questions allow students to be aware of what they will be learning about and try to think about what they already know about that topic.  The organizers are a way for students to find connections between new and old information (Pitler, Hubbel, Kuhn, & Malenoski, 2007).  According to the cognitive learning theories, the more connections that are made between ideas the better chance that it will make it into the long term memory (Laureate Education, Inc., 2011).
     The cues and questions part of this strategy they relate to a KWL chart in Using Technology with Classroom Instruction that Works (Pitler et al, 2007).  That is what this strategy reminds me of, but I cannot say that I have ever been sold on a KWL chart.  I find more merit in the organizer part of this strategy because it is more active learning with the information you are teaching.  Students have to interact with the information more.  It is important for students to think about what they already know and brainstorm any questions, but that could just as easily be a part of an organizer that may mean more to them.  Some students may even have to change what they think they know about a topic once they start learning about it.  It could be an active part of their learning to have to cross out or erase something they thought was true in order to record the correct information.
     Summarizing and note taking is also a major strategy that is used in the classroom that supports the foundations behind cognitive learning theories.  These two strategies are based on the skill of finding the important information in a resource and paraphrasing that information (Pitler et al, 2007).  It takes an in depth understanding of information to know what supports the main idea of what they are learning about and then to be able to put that information into their own thoughts.  As you are reading and learning information, it can easily make its way into short term memory.  Once you are required to start sifting through this information, it now starts to move into long term memory because you have to have a true understanding to take it to the next level.
     I teach third grade.  Both summarizing and note taking are difficult skills for this age group.  When it comes to summarizing, they find it difficult to differentiate between what is important and what is not.  If they can figure out the difference, it is then hard to put events in their own words.  It is a skill that we work on throughout the school year to try to perfect.  Note taking is a skill they have never really been taught.  At such a young age, they do not know how to take notes.  We introduce note taking to our students through our social studies lessons.  As we read the textbook, we show them a variety of strategies they can use to take notes.  This year, we have already used concept maps and an outline type of format.  Later this month they will use a chart while completing research.
     Cognitive learning theories are based on "information processing" which is the basis of education (Laureate Education, Inc., 2011).  We need to present information to our students so they can process it, make connections and, hopefully, remember it for a long time.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).    
     Using technology with classroom instruction that works.
     Alexandria, VA: ASCD.

Instructional Strategies and the Behaviorist Learning Theory

Most people involved in psychology and education have heard of the behaviorist theory.  Most people have heard of B.F. Skinner, Ivan Pavlov and maybe even John B. Watson.  Behaviorism is based on classical conditioning and operant conditioning.  Classical conditioning is the study where Pavlov figured out he could establish a conditioned stimulus to produce a conditioned response.  Operate conditioning is the study of reinforcing desired behaviors and punishing undesired behaviors (Standridge, 2002).

Reinforcing effort is a strategy recognized in Using Technology with Classroom Instruction that Works as a “[strategy that] will help students acquire and integrate learning”.  Some students do not realize that the harder they try, the better they will do on assignments.  The authors suggest that teachers explicitly teach that the more effort they apply to assignments, the more success they will have.  They have suggested that you use rubrics and/or surveys to help you to teach your students the importance of effort in their education (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This is a form of reinforcement.  Instead of just telling students that if they try hard they will do well, the teacher is showing them.  They have a rubric that the students use to assess how much effort they put into an assignment or into a week and record their grade for that week or assignment.  The purpose is for them to notice that the more effort they applied, the better their grade was (Pitler et al, 2007).  I would think that the higher grade would be reinforcement for the student, but I guess if they do not reflect on the amount of effort they put into the assignment, some will never make that connection themselves.  If you wanted to create a rubric based on the amount of effort applied in the classroom, there are websites available that offer you the opportunity to create a new rubric or search ones that are already made.  One of those websites is Rubistar (http://rubistar.4teachers.org/) which has a large amount of rubrics already created in a variety of subject areas. 

Homework and practice is a strategy recognized in Using Technology with Classroom Instruction that Works as a “[strategy that] will help students practice, review and apply learning” (Pitler et al, 2007).  This is where students will get a type of skill and drill for appropriate concepts in the classroom.  This is where students are looking for a type of reinforcement throughout their skill and drill practice to know if they are doing the work correctly or if they need to make some sort of change.  This is where the behaviorist learning theory starts to apply.  As Dr. Orey has stated, operant conditioning has two main concepts.  Those concepts are to reinforce the desired behaviors and punish the undesired (Laureate Education, Inc., 2011).  Students can get skill and drill practice in a number of ways.  They can complete worksheets and receive feedback from teachers or play games online to receive immediate feedback that way.  Technology can provide a fun, interactive way of practicing concepts or skills that may not be that fun.  These “games” can provide students with immediate feedback to whether or not they are correct and sometimes even provide them to the correct answer and why.  Some websites even alter the next question according to the answers given.  For example, as your students get answers correct, the questions get harder.  Similarly, if your students are choosing incorrect answers, the questions become easier.  An example of this site is the IXL Learning site (http://www.ixl.com/math/grades).  This is a site where you need a subscription, but I believe your students can practice 20 problems for free each day.

There are numerous strategies that can be used in the classroom on a daily basis.  They may or may not apply to the behaviorist theory, but the behaviorist theory has a number of ideas that apply to the daily classroom.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 10, 2012, from http://projects.coe.uga.edu/epltt/